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Vol. 4 No. 2 (2020)

October 2020

Positive Education and School Psychology During COVID-19 Pandemic

  • Jolanta Burke
  • Gökmen Arslan

Journal of Positive School Psychology , Vol. 4 No. 2 (2020), 4 October 2020 , Page 137-139
https://doi.org/10.47602/jpsp.v4i2.243 Published: 2020-10-04

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How to Cite

Burke, J., & Arslan, G. (2020). Positive Education and School Psychology During COVID-19 Pandemic. Journal of Positive School Psychology , 4(2), 137-139. https://doi.org/10.47602/jpsp.v4i2.243
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References

Arslan, G. (2020). Subjective vitality and college belongingness explain how loneliness reduces psychological well-being during coronavirus pandemic: Preliminary validation of the College Belongingness Questionnaire. Psyarxiv.com/j7tf2. http://doi.org/10.31234/osf.io/j7tf2

Arslan, G., Y?ld?r?m, M., Tanhan, A., Bulu?, M., & Allen, K. A. (2020). Coronavirus stress, optimism-pessimism, psychological inflexibility, and psychological health: Psychometric properties of the Coronavirus Stress Measure. International Journal of Mental Health and Addiction. Advance online publication. http://doi.org/10.1007/s11469-020-00337-6

Burke, J. (2020). Primary School leaders’ concerns about reopening schools after the COVID-19 closure. Maynooth University, Maynooth

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Dempsey, M & Burke, J. (2020). COVID-19 Practice in primary schools: A two-month follow-up. Maynooth University, Maynooth.

Devitt, A., Bray, A., Banks, J., & Ni Chorcora, E. (2020). Teaching and learning during school closures: Lessons Learned. Irish second-level teacher perspective. Trinity, Dublin.

Fredrickson, B. L., Tugade, M. M., & Waugh, C. E. (2003). What good are positive emotions in crises? A Prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of Personality & Social Psychology, 84(2), 365-376. https://doi.org/10.1037/0022-3514.84.2.365

Hall, T., Connolly, C., O'Gradaigh, S., Burden, K., Kearney, M., Schuck, S.,... Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. International Learning Sciences. http://dx.doi.org/10.1108/ILS-04-2020-0089

Frydenberg, E., Deans, J., & O’Brien, K. A. (2012). Developing children’s coping in the early years: Strategies for dealing with stress, change and anxiety. London, UK: Bloomsbury

Lades, L. K., Laffan, K., Daly, M., & Delaney, L. (2020). Daily emotional well?being during the covid?19 pandemic. British Journal of Health Psychology. Advance online publication. http://dx.doi.org/10.1111/bjhp.12450

Moore, S. A., Faulkner, G., Rhodes, R. E., Brussoni, M., Chulak-Bozzer, T., Ferguson, L. J., . . . Tremblay, M. S. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: A national survey. The International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1-11. http://dx.doi.org/10.1186/s12966-020-00987-8

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Tugade, M. M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions to Bounce Back From Negative Emotional Experiences. Journal of Personality and Social Psychology, 86(2), 320-333.http://dx.doi.org/10.1037/0022-3514.86.2.320

UN. (2020). Education during COVID-19 and beyond. Retrieved from https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf

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Y?ld?r?m, M., & Solmaz, F. (2020). COVID-19 burnout, COVID-19 stress and resilience: Initial psychometric properties of COVID-19 Burnout Scale. Death Studies. Advance online publication. https://doi.org/10.1080/07481187.2020.1818885

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Creative Commons LicenseThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License, which allows free sharing, copying, and adaptation of the material for any purpose, even commercially, but with providing an appropriate reference to the source. This license entitles all parties to copy, share and redistribute all the articles, data sets, figures, and supplementary files published in this journal in data mining, search engines, web sites, blogs, and other digital platforms under the condition of providing references. 

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EBSCO Databases

January 12, 2021
We are pleased to announce that the Journal of Positive School Psychology (ISSN 2717-7564) has been accepted into the EBSCO Databases. 

TÜBİTAK ULAKBİM Social Sciences Database (TR Index)

December 25, 2020
We are pleased to announce that the Journal of Positive School Psychology (ISSN 2717-7564) has been accepted into the TÜBİTAK ULAKBİM Social Sciences Database (TR Index). 
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Journal of Positive School Psychology is a peer-reviewed journal covering positive psychology and provides an international forum for the science of positive psychology in education and school settings. The JPSP, which is published two times a year, is an open-access that publishes research outcomes with significant contributions to the understanding and improvement of the positive psychology of education and services in school settings. The JPSP publishes research regarding the education of populations across the life span

Journal of Positive School Psychology is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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